大學生的拖延問題相當普遍，儘管他們已預期延後將使情況變得更糟，仍自主延後該項想要執行的行為，造成較差的學業表現或引發心理健康問題；然而，國內卻少有研究提出改善拖延的具體方案。本研究的目標是發展一套大學生容易取得，且能有效改善其拖延的介入方案。本研究由國外現有的拖延介入措施中，選擇國內大學生較可取得的自我調整訓練做為主要架構；再以自我調整循環時相模式中，可能對改善拖延最有幫助的時間管理歷程，做為介入之主要內容。在整合相關文獻、教科書與市售時間管理書籍後，本研究發展出一套為期3周的線上課程；透過引導反思個人行為表現的問答題，提高參與者對生活中時間管理問題的覺察，並以介紹時間管理觀念與技巧的教學短片，教導參與者具體可行的策略。本研究以想要改善拖延問題之大學生為研究對象，將其隨機分派為實驗組與等待名單的控制組，觀察在接受介入前後，實驗組在時間管理傾向、自陳拖延傾向及拖延行為上，是否有較控制組更多的進步或改善。結果發現，此課程可顯著提高參與者的時間管理傾向，但實驗組並未較控制組更有效的降低參與者在特定目標上的拖延行為；不過，有部分證據支持課程仍有降低自陳拖延傾向的潛力，且介入效果在課程結束一個月後仍然可以維持。研究結果也發現，參與者在自陳拖延的改善與其在時間管理的進步有關。本研究提供了時間管理可一定程度幫助改善拖延的研究證據，未來研究可根據本研究之經驗與建議，改善實驗設計與流程，或依參與者特性添加額外的介入措施，以獲得更穩定、有效的介入效果。[本研究之預註冊、實驗材料、原始資料、統計軟體指令、分析結果等，皆可於開放科學平台（Open Science Framework）取得：https://osf.io/hr8bj/。]

The aim of this study is to develop a highly accessible intervention in overcoming procrastination. We developed a 3-week online self-regulation training course focusing on time management, which has been shown to play an important role in self-regulation and procrastination. Eighty-seven college students were recruited and randomly assigned to the intervention group or the wait-list control group. We compared time management (measured by Time Management Scale), trait procrastination (measured by Irrational Procrastination Scale), and behavioral procrastination (measure by the difference between planned and actual time performing individual goals) of the two groups. The results showed that the participants’ time management improved after the intervention, but the reduction in procrastination was not significantly different from the control group’s. This might be due to that to overcome procrastination, other factors such as emotional regulation, which was not coverd in the intervension course, might also be important other than time management. Nevertheless, we still found evidence to support the potential of our course to reduce trait procrastination, and these effects lasted for at least one month after the intervention course ended. The extent of the reduction in trait procrastination was correlated with the improvement in time management. The intervention did not reduce the participants’ behavioral procrastination on their individual goals. The details and representativeness of this indicator remains to be examined. The findings overall suggest that the course can improve college students’ time management and to some extent avoid procrastinating. Limitations of this study and future direction regarding intervention in procrastination are discussed. [Preregistration, data, analysis scripts and outputs are available via the Open Science Framework: https://osf.io/hr8bj/].

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